SEQUENCES Sequencing problems require students to look at time relationships. Pictorial sequences require young thinkers to look at a group of illustrations to determine the relationship before selecting the item that must come first, the one coming second, etc. They must study the illustrations to discover the relationship that dictates the sequence.
RELATIONSHIPS In this section students will be looking for ways that certain things relate to one another. Some of the relationships will be obvious; others will be more subtle.
ANALOGIES Analogies are comparison between things based on similar characteristics. This section contains both figural and pictorial analogies that are very similar to the literal or verbal analogies undertaken by older students. Although first attempts may be awkward, young children usually catch on to analogies quite readily, find them challenging, and relate to them with the adventurousness of one learning a new sport. To solve the analogies, students must find the relationship between the first two items and then establish the same or a very similar relationship between a second pair of items that completes the analogy.
DEDUCTION Deduction is a form of inference in which the conclusion follows from premises or statements of fact. Since we are targeting a non-reading population, we have endeavored to keep the clues extremely brief. Instructor read the clues clearly, repeat them carefully, and then allow the learner adequate time to solve the problem by logically linking together all the facts.
PATTERN DECODING Exercises in pattern decoding present a series of figures that represent a pattern. Students are to study the illustrations to discover the pattern. Once they have discovered the pattern, they are to select one other illustration that would come next in the pattern. There are several skills that come into play on these exercises. Students must be able to distinguish between the visual images, recognize the pattern that is presented and forecast what the next element in the sequence will be.
INFERENCE Inferencing is a broad area of logic. Inferencing involves reaching conclusions from gathered evidence. It means going from the known to the unknown and forming educated guesses based on either facts or premises.These activities include pictorial exercises to introduce students to inferential thinking. They must critically examine the pictorial evidence presented and proceed to the next logical step or to the concision that is required.
CRITICAL ANALYSIS Criteria analyzing skills involve examining given information and reaching conclusions from gathered evidence. This process is very similar to one of the oldest logic arguments, syllogism. Done entirely with pictures, the young thinkers are presented with two groups of items to carefully scrutinize and analyze.
GIFTS In this study of Gifts, students discover extrinsic and intrinsic gifts abundantly available to them in their everyday life. Sentimental, personal, historical, symbolic, endangered, and fragile gifts are explored. From Egyptian pharaohs to farmers, students find that everyone has gifts to offer. Students will treasure this experience as it will open their eyes to the many gifts they have to share.
CYCLES What is a cycle? How are cycles and patterns related? What parts of our lives function on cycles? These and many other intriguing questions await students in this exciting guide. Students will explore cycles and patterns in time and calendars. Students will "become" butterflies and predict what they will look like in their "adult" stages of life.
CYCLES (continuation) What is a cycle? How are cycles and patterns related? What parts of our lives function on cycles? These and many other intriguing questions await students in this exciting guide. Students will explore cycles and patterns in time and calendars. Students will "become" butterflies and predict what they will look like in their "adult" stages of life.
EXPLORATIONS We have a natural curiosity to explore our world. From the mysterious depths of the ocean to Mars, students will be challenged to go a step beyond the explorers who came before them. Students will retrace the steps of some famous explorers such as Marco Polo. Cultural borrowing and the effects of ancient inventions on today's society will be investigated. Students will discover a new world of explorations waiting for them.
PHILOSOPHY FOR KIDS Part I/II: Values/Knowledge Your values are whatever interests you and whatever you think is important. The subject of values has concerned philosophers since philosophy began. As a result, philosophers have spent much time and effort describing values and explaining why they are important in our lives. The name of this branch of philosophy is Ethics. In this part, you will be able to find out something about your own values. You will be invited to think about exactly what some values are – friendship for example – because we may not always know what we believe we know about values. Some values are shared by almost everyone. However, people often disagree about meaning and importance of other values. What are your values and why do you think they are important?
What do you know? Many things, of course. But have you ever wondered about how you know what you know? Philosophers have wondered about these kinds of questions, and long ago they discovered that the process of knowing is complex - but also extremely fascinating. In this section, you will be challenged by - and enjoy - some of the questions in the branch of philosophy called Epistemology. Epistemology is the inquiry concerned with explaining how we know.
Are you a fair and just person? (Plato)
How do you know who your friends are? (Aristotle)
Should you be rewarded for your efforts in school? (Confucius)
Should you let little things bother you? (Marcus Aurelius)
Will having fun make you happier than studying? (John Stuart Mill)
Should you ever tell a lie? (Immanuel Kant)
Do we control technology or does technology control us? (Martin Heidegger)
How do you know for certain that things move? (Zeno)
What makes something you say true? (Aristotle)
Does a tree make a sound if it falls in a forest with no one around? (George Berkeley)
Are you certain that the law of gravity is really a law? (David Hume)
How can you tell when you know something? (Immanuel Kant)
Can another person understand your feelings? (Ludwig Wittgenstein)
Can you lie to yourself? (Jean-Paul Sartre)
Do you perceive things as they are or only as they seem to be? (Bertrand Russell)
Can computer think? (Daniel Dennett)
PHILOSOPHY FOR KIDS Part II/III: Knowledge/Reality What do you know? Many things, of course. But have you ever wondered about how you know what you know? Philosophers have wondered about these kinds of questions, and long ago they discovered that the process of knowing is complex - but also extremely fascinating. In this section, you will be challenged by - and enjoy - some of the questions in the branch of philosophy called Epistemology. Epistemology is the inquiry concerned with explaining how we know.
Are you real? Of course. Are tree real? Of course. Are numbers real? Of course. Are you, trees, and numbers all real in the same way? These are kind of questions philosophers pose when they are thinking about reality. This area of philosophy is called Metaphysics, and it is the most abstract - and also, for many philosophers, the most interesting - type of philosophical inquiry. In this section, you will be introduced to some of the classic questions that have intrigued metaphysicians for thousands of years. In a ways, question about values (part I) and questions about knowledge (part II) are all rooted in questions about reality. after all, what you think is real will certainly affect your values and what you believe you can know about the world - and about yourself.
Can you think about nothing at all? (Parmenides)
Does anything ever happen by chance? (Democritus)
What happens to numbers when you are not using them? (Plato)
Are numbers and people equally real? (Aristotle)
Is time what you see when you look at a clock? (St. Augustine)
Are you the same person you were five years ago? (John Locke)
Does anything depend on everything? (Georg Hegel)
Are impossible things ever possible?
Is it important to speak and write so you can be understood?
Should you always listen to the opinions of others?
Why is "because" such an important word?
Is it always easy to tell what causes things to happen?
If many people believe that something is true, is it true?
Do two wrongs balance out and make an action right?